Journal Resume Part 1: Innovation Education and Research

 

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First of all, since the concept of number operations, especially in multiplication is one of the students’ difficulties in understanding mathematics concepts. The formula is typically used by the teacher to introduce multiplication concepts without involving the concept itself. Due to teachers typically teach multiplication operations in symbolic or abstract form, students learn multiplication operations more on the process of memorizing than understanding. They also have a number of errors that represent their lack of comprehension of numerous math concepts as well as the long multiplication algorithm (Ahmad, 2010). On the other hand, they have a weak grasp of the idea of place value (tens and ones) in concerning the multiplication concept (Drews, et al. 2005; Kilian, et al. 1980). Hence, this study focuses on multiplication as one of the number operation basic ideas that students must master in order to support their knowledge in learning another mathematics subject.

Thus, this research intends to create a learning path for multiplication operations innovation in the Mathematics of GASING (Math GASING) by focusing on the concept rather than the formula and beginning with an informal level of teaching and progressing to a formal level. As a result, the purpose of this study is to describe the effects of learning activities on students' multiplication performance in Math GASING. It's also because a lot of researchers have said that Math GASING is an effective way for making mathematics, particularly number operations, more simple, enjoyable, and relevant. This study's research issue is how the learning trajectory of multiplication in Math GASING has transformed students' understanding of multiplication from an informal to a formal level in rural areas. Hopefully, the learning trajectory plays a role in multiplication learning that makes it easier, more enjoyable, and more meaningful for students. In Math GASING, the learning approach makes learning easy (GAmpang), entertaining (ASyIk), and enjoyable (menyenaNGkan) for students (Shanty & Wijaya, 2012).

Next, the research method employed in this study is design research. Interventionist nature, process-oriented, reflective component, cyclic character, and theory-oriented character are all features of design research (Akker, et al. 2006; Gravemeijer, 2004; Prahmana, 2017). The Hypothetical Learning Trajectory (HLT) and Local Instruction Theory (LIT) are two essential areas of design research. The HLT is made up of three parts (Gravemeijer, 2004). The objective of mathematics instruction for students is the first component. The second activity that students must do during the learning process is the sequence activity. Finally, the conjecture refers to the many solutions, methods, and models that the researcher expects to arise and grow as a result of student comprehension while learning activities are carried out in class. Besides that, design research was conducted in three phases: preparatory design, teaching experiment, and retrospective analysis. This research took two days to be completed. The study's participants are 11 matriculation teacher candidates from Tangerang's College of Teacher Training and Education. All of the study's participants were from Indonesia's rural areas, including Yapen, Ambon, South Sorong, and Serui, as well as a teacher model.

In terms of evaluation, the findings suggest that the students can use multiplication to solve each problem. As a result, it can be demonstrated that studying multiplication operations in Math GASING may be utilized to improve students' grasp of integer multiplication operations, or, in other words, the study's design may be utilized as a beginning point for learning multiplication. In the final activity, the teacher evaluates the students comprehension of multiplication. On the other hand, one of the most important findings is that students want to abandon the old method of learning mathematics in favor of the Math GASING innovation method. Further to that, other findings suggest that the design of multiplication learning activities in Math GASING serves as an important beginning point for students and enhances their motivation to learn. There are three phases to the details as follows:

1.      Preliminary design

HLT created a set of six activities for two meetings that included a variety of simple, entertaining, and pleasant activities. During the learning process, students should be interested and involved. The final exercise is the evaluation procedure, which involves using a student worksheet and an evaluation sheet to assess the student's grasp of multiplication. An overview of the multiplication learning curve (derived from Surya (2011))

2.      Teaching Experiment

The teaching experiment phase comprises of numerous activities that were planned in advance. During these phases, researchers use HLT as a teacher guide for the teacher model to implement the learning activities. The different educational games available are designed to make teaching and learning more entertaining for pupils. One of the aspects of studying Math GASING is this activity.

3.      Retrospective Analysis

The multiplication process in Math GASING differs from the multiplication process in general in a few ways. The solution to the research question in this study is these differences. The distinction can be seen in the learning trajectory, which may be examined retrospectively. To make the learning process more effective and efficient, the teacher employed a combination of learning materials such as a presentation and a whiteboard. During this phase, the teacher determines the order in which the multiplication facts should be memorized, as well as the order in which they should be memorized in general. There are some nice discussions in the introduction exercise in understanding the basic concept of multiplication. During the discussion, students appear to find learning multiplication in Math GASING to be simple, pleasant, and fun. The retrospective research revealed that one of the methods for improving student knowledge of multiplication is to use imaging for students. All students are capable of solving a variety of problems and activities involving the multiplication operation.

To wrap it all up, the acquisition of multiplication operations in Math GASING serves as a valuable beginning point for students and boosts their motivation to learn. Additionally, the multiplication concept is discovered through the specified student activities. After reaching the critical point, students are able to solve a variety of multiplication problems with greater ease. Finally, students can perform basic math for any multiplication issue and answer a large number of multiplication questions quickly and accurately. Both evaluation and assessment are features of Math GASING.

REASON

The reason why I chose this journal as my resume material was because the journal was discussed about educational and teaching innovations, as well as the research was conducted in rural areas in Indonesia. I can more or less understand and relate to the issues raised in this journal because I am an Indonesian citizen. In addition, not so many journal page factors made me suspect that this journal would not ramble on. So, I as a reader can understand the contents very well. Then my guess turned to be true, because this journal is very well written and organized by the researchers.

IDEAS AND INSPIRATION

After finishing reading this journal, I feel I have the idea to follow the application of concept learning that can make students continue to understand even though they are adults. Although this journal discusses mathematical concepts, when examined more deeply, this method can be applied to any subject. I became enlightened that teaching with the conceptual method brings better output than teaching just simply introducing the topic directly.

Reference:

Hendriana, Heris., Rully Charitas Indra Prahmana., Wahyu Hidayat. (2019). The Innovation of Learning Trajectory on Multiplication Operations For Rural Area Students in Indonesia. Journal on Mathematics Education, 10(3).

Name: Widya Anatasyah

Class: 4E

NPM: 1910631060204

Subject: Critical Reading